Kelsey Lydon EDC 102H Elementary School Experiences September 22, 2011
My elementary and middle school years were probably the most defining experiences of my academic career. From the moment I walked into Mrs. Rendini’s kindergarten class on the first day of school, I began to define who I was as a student. Even though I had always loved reading and writing, it was there that I truly developed a passion for literature. The teachers’ constant support and friendly dispositions made me an eager learner. My love of school truly began there. I was so lucky to have such a great start in my elementary years, because middle school was dramatically different- in a bad way. But my sour experiences only made me more fervent to learn and increased my desire to help others appreciate education.
There were several different elementary schools in my town, but none of them compared to the Helen H. Hansen Elementary School. We did so many fun activities: we buried a time capsule, painted a mural, and had several assemblies merely to have a good time and connect as our own little community. Ironically, most of this fun was facilitated by the fact that we had a strict discipline policy. Our school felt so safe, unlike others in the area. We were able to be carefree children because our principle, Mr. Marcus, abided by firm rules. For example, a troubled boy in my first grade class, Brandon Fermino, forced me to be his “girlfriend.” One day in class, a friend whispered something to me, and Brandon immediately demanded to know what she said. I stubbornly refused, and he responded by punching me in the face and knocking out my front two baby teeth. Mr. Marcus himself came into the nurse’s office to help me hold an ice pack against my battered mouth and mollified my tears. Within the hour, Brandon was suspended, put on academic probation, and switched into the other first grade class to keep him away from me. Mr. Marcus’ compassion for his student body and desire to keep us healthy and happy truly set our school apart. He made all the difference. My experience with Brandon was an isolated incident at my school, but at other elementary schools, situations like these often arose, mostly going without punishment. In my town, Route 138 directly connects us to Blue Hill Avenue, an extremely frightening area. It cuts right through Mattapan which is one of the most violent and crime-ridden areas in the south shore of Massachusetts. Parents that lived in these troubled neighborhoods often bussed their children down 138 to our nicer schools, and with them came the violence and problems of their city. Many elementary schools received these children, but any that walked through the doors that showed violent tendencies were immediately corrected.. It was this sense of safety that made it possible for us to have such an enjoyable elementary school experience.
But after leaving the Hansen school, my experiences with education went downhill. In middle school, students from the Hansen were thrown in with everyone else, incliding some troublemakers, from other elementary schools and many older children who were already into drugs and violence. Because of the perpetual troubles of the student body, our teachers became weary and lost passion for their jobs, making our time in the classroom less effective. The administration was equipped with neither the time nor the skill to combat the violence they faced daily. As the years passed, trouble accumulated. I can remember clear as day, at thirteen years old, going to the skate park situated 100 feet from the school building and being offered heroin from an eighth grader. We had frequent drills with drug sniffing dogs (which often turned up vast amounts of substances), and sexual assault was prevalent in our halls. Being among the chaos was definitely a shock to my system. Every year, for the first month or so of school, I would question why I bothered trying when no one else was. But then, talking to my father one day, he told me why other kids were getting into so much trouble. They did not have the same start in school that I did or the support from parents or teachers. Middle school helped me realize that these children needed a Mr. Marcus in their life- someone to support them, but provide consequences. I would remember that every time I got discouraged, and I would concentrate endless amounts of energy on my school work.
With the passion I developed in elementary school and the drive I cultivated in middle school, I became the dedicated student I am today. The years I spent at these two institutions helped me realize how enjoyable learning could be and the negative side effects of blowing off your education. I hope the lessons I have learned in my early years stay with me throughout my college career, and that, someday, I can find a way to help those like the fallen students in my middle school.AT
EDC 102H
Elementary School Experiences
September 22, 2011
My elementary and middle school years were probably the most defining experiences of my academic career. From the moment I walked into Mrs. Rendini’s kindergarten class on the first day of school, I began to define who I was as a student. Even though I had always loved reading and writing, it was there that I truly developed a passion for literature. The teachers’ constant support and friendly dispositions made me an eager learner. My love of school truly began there. I was so lucky to have such a great start in my elementary years, because middle school was dramatically different- in a bad way. But my sour experiences only made me more fervent to learn and increased my desire to help others appreciate education.
There were several different elementary schools in my town, but none of them compared to the Helen H. Hansen Elementary School. We did so many fun activities: we buried a time capsule, painted a mural, and had several assemblies merely to have a good time and connect as our own little community. Ironically, most of this fun was facilitated by the fact that we had a strict discipline policy. Our school felt so safe, unlike others in the area. We were able to be carefree children because our principle, Mr. Marcus, abided by firm rules. For example, a troubled boy in my first grade class, Brandon Fermino, forced me to be his “girlfriend.” One day in class, a friend whispered something to me, and Brandon immediately demanded to know what she said. I stubbornly refused, and he responded by punching me in the face and knocking out my front two baby teeth. Mr. Marcus himself came into the nurse’s office to help me hold an ice pack against my battered mouth and mollified my tears. Within the hour, Brandon was suspended, put on academic probation, and switched into the other first grade class to keep him away from me. Mr. Marcus’ compassion for his student body and desire to keep us healthy and happy truly set our school apart. He made all the difference. My experience with Brandon was an isolated incident at my school, but at other elementary schools, situations like these often arose, mostly going without punishment. In my town, Route 138 directly connects us to Blue Hill Avenue, an extremely frightening area. It cuts right through Mattapan which is one of the most violent and crime-ridden areas in the south shore of Massachusetts. Parents that lived in these troubled neighborhoods often bussed their children down 138 to our nicer schools, and with them came the violence and problems of their city. Many elementary schools received these children, but any that walked through the doors that showed violent tendencies were immediately corrected.. It was this sense of safety that made it possible for us to have such an enjoyable elementary school experience.
But after leaving the Hansen school, my experiences with education went downhill. In middle school, students from the Hansen were thrown in with everyone else, incliding some troublemakers, from other elementary schools and many older children who were already into drugs and violence. Because of the perpetual troubles of the student body, our teachers became weary and lost passion for their jobs, making our time in the classroom less effective. The administration was equipped with neither the time nor the skill to combat the violence they faced daily. As the years passed, trouble accumulated. I can remember clear as day, at thirteen years old, going to the skate park situated 100 feet from the school building and being offered heroin from an eighth grader. We had frequent drills with drug sniffing dogs (which often turned up vast amounts of substances), and sexual assault was prevalent in our halls. Being among the chaos was definitely a shock to my system. Every year, for the first month or so of school, I would question why I bothered trying when no one else was. But then, talking to my father one day, he told me why other kids were getting into so much trouble. They did not have the same start in school that I did or the support from parents or teachers. Middle school helped me realize that these children needed a Mr. Marcus in their life- someone to support them, but provide consequences. I would remember that every time I got discouraged, and I would concentrate endless amounts of energy on my school work.
With the passion I developed in elementary school and the drive I cultivated in middle school, I became the dedicated student I am today. The years I spent at these two institutions helped me realize how enjoyable learning could be and the negative side effects of blowing off your education. I hope the lessons I have learned in my early years stay with me throughout my college career, and that, someday, I can find a way to help those like the fallen students in my middle school.AT